The New Maths Curriculum.. Three Aims Fluent Reason Mathematically Solve Problems.
-
Upload
matthew-fletcher -
Category
Documents
-
view
214 -
download
0
Transcript of The New Maths Curriculum.. Three Aims Fluent Reason Mathematically Solve Problems.
The New Maths Curriculum .
Three Aims
Fluent
Reason Mathematically
Solve Problems
Tonight’s Format
Then
Now
How
New National Curriculum in Year One
Evolution not Revolution
Year 1 and Year 2
New National Curriculum in Year One
Then: levels
Now: competent in all aspects
How: ideas to support your
Number and place value
Then – Count up to 20 (then 100)Now – Count up to 100, count back
down (from any given number)How:
First count with your child
then let them do the counting
start from a different numbers as the children become more confident
Remember to practise counting backwards too as this can be forgotten
Number: Fractions
Then – shapes and objects
Now – quantities too
How:
share items at home between groups of 2 and 4
use the vocabulary of half and a quarter to describe what you have done.
Measurement: Coins.
• Then – No emphasis about coins and notes
• Now – Recognise and know the different denominations for coins and notes
• How:• Which coins are silver? • Which note is the biggest?• Which coin has two colours?
Can they work out which coin it is by feeling it?
Opportunity to use money at the shops for coin recognition and also the opportunity to add up some items and select the right money.
Measurement: Time
Then – Use time language to sequence events
Now –
Specifically tell the time to the hour and half past the hour
Draw the hands on a clock face to show these times
How:
Practise looking at clocks on the hour and at half past (set your timer)
draw on the hands on a paper plate clock
Year 2
Then – Levels and SATs
Now – Levels, SATs and New National Curriculum
Number: Number and Place Value• Then – Count in steps of 2, 5 and 10; from 0;
forwards and backwards
• Now – Includes counting in steps of 3
• How:• Count in threes together• Colouring every third square on the hundred
square
Number: Number and Place Value
Then – Compare and order numbers up to one hundred
Now – Includes < (more than), > (less than) and = (equal) sign
How:
Measurement
• Then – Measure length, capacity; choose and use appropriate standard units to estimate and measure length
• Now – as before – now includes height and temperature
How• How
• Use thermometer in the house and garden• Read weighing scales in the kitchen /
bathroom• Measure and compare the height of family
members• Take body temperature
SupportFinal sentence
The new English Curriculum
What did the old English curriculum look like?
Last year the national curriculum focused on:
Reading:
Reading strategies and reading for information
Speaking and Listening
Writing:
Spelling, handwriting and presentation, composition and punctuation
What is different?
The new national curriculum focuses on similar objectives as the old curriculum, however it has been written in much more depth and with higher expectations. Some of the objectives have been changed slightly and some objectives have been added which include:
Vocabulary, grammar and punctuation
Speaking and listening has become ‘spoken language’
Reading
Reading strategies and reading for information has now become ‘word reading’ and ‘comprehension’ in the new curriculum.
Within reading, children should still continue to segment and blend phonemes together and recognise some sounds may have a different spelling but still sound the same. The big change in the new curriculum is children reading books aloud and accurately and to reread these books to build up their fluency and confidence in word reading. The curriculum focuses on an increased emphasis on fluency of reading, as before (in the old national curriculum) re-reading texts and reading them aloud and accurately were not specifically emphasised.
Within comprehension, children should continue to focus on understanding the content of the book. However the new curriculum has a big emphasis on listening and discussing what is being read in stories and poems for example.
Year 1 and 2 – word reading
Year 1
Read words with contractions (I’m)
Read aloud books developing their phonic knowledge
Re read books to build fluency and confidence
Year 2
Same as year 1
Continue to read common exception words (tricky words and high frequency words)
Listening to your child read aloud and continue to practice phonics
Year 1 and 2 – comprehension
Year 1
Listening and discussing poems, stories etc…
Discussing word meanings
Discussing the significance of title and events
Participate in discussion about what is read to them, taking turns and listening to others
Year 2
Listening and discussing poems, stories etc…
Discussing sequence of events
Discussing and clarifying meanings of words
Discussing favourite words
Spoken Language
Speaking and Listening has now become ‘Spoken Language’.
This part of the curriculum focused on speaking, listening, group discussion and interaction and drama.
The spoken language section of the curriculum states ‘children should participate in discussions, consider and evaluate different viewpoints, attending to and building on the contributions of others.
Writing
Writing was broken up into 5 sections in the old curriculum:
Composition, planning and drafting, punctuation, spelling and handwriting and presentation.
It has now been broken up into: spelling, handwriting, composition and grammar, vocabulary and punctuation.
The writing part of the curriculum has high expectations for the children and there is a bigger emphasis on spelling and grammar.
Writing - spelling In year 1 and year 2, children should be able to spell words from a large spelling list
with different sounds and phonemes, they should also be able to spell common exception words and apply different spelling rules, e.g. plurals.
Year 1
Use letter banes to distinguish between alternative spellings of the same sound
Apply simple spelling rules – as given
Write from memory simple sentences dictated by the teacher that include words using phonics, common exception words and punctuation taught so far
Children are now also expected to learn a specific set of spellings
Year 2
Learn to spell more words with contracted forms
Apply simple spelling rules – as given
Write from memory simple sentences dictated by the teacher that include words using GPCs, common exception words and punctuation taught so far
Learn spellings and support children with the sound of the week given out by the teachers
Writing - handwriting
Handwriting has not changed much within the new curriculum,
Children should still hold a pencil comfortably and correctly, where they should begin to form lower case letters and form capital letters
Year 1
Form digits 0-9
Understand which letters belong to which handwriting families
Year 2
In year 2, they should be able to write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.
Continue to practice letter and number formation at home in the same way we teach it at school.
Writing – composition
Similar to handwriting, the new curriculum builds upon the old curriculum in composition, where children should develop there ideas when writing and review their own work.
Year 1
In year 1 there is an emphasis on the children saying out loud what they are going to write about and composing a sentence orally before writing it.
Read aloud their writing clearly enough to be heard by peers and teacher
Year 2
Make simple additions, revisions and corrections to their own writing. This could be done by evaluating their writing with their teacher or other pupils, re-reading to check their writing makes sense and proofreading to check for errors in spelling, grammar and punctuation.
Encourage children to write at home if they would like to – don’t force them – then ask them to think about what they want to write by saying it out loud, and once they have written it thinking about how they could change it.
Writing – grammar, vocabulary and punctuation Out of the whole English curriculum, as
teachers we think this has been the biggest change.
Punctuation and vocabulary are still similar to the old curriculum, however there is now a much bigger emphasis on grammar.
Writing – grammar, vocabulary and punctuation
Writing – grammar, vocabulary and punctuation
Writing – grammar, vocabulary and punctuation